1. Ronda Davis Member of the NM PARCC Educator Leader Cadre Member of PARCC Consortium Math Operational Working Group Math Coach at Highland High School, Albuquerque Public Schools PARCC Mathematics PARCC: Partnership for Assessment of Readiness for College and Career 14 Facts Every Math Educator Should Know – Q & A 9/12/14

2. I will get all my current questions about PARCC answered Objective

3. #1 PARCC replaces the SBA this Year

5. April 13 – May 8 For this year’s testing, results will not be available until Fall, 2015

6. #2: Students Test By Content – Not Necessarily Grade Level Grades 3 – 8: Take the Test Based on their Enrolled Grade Grades 6 – 12: Take the Test Based on their Enrolled Class Algebra 1 Geometry Algebra 2

7. Scoring Will Be Based on Student Work for Hand Scored Items (PBA) Scoring Will Be Based on Correct Work for Machine Scored Items (EOY & PBA) #3: Scoring

8. Both PBA & EOY will have: All constructed response will appear on PBA  Free Response on EOY & PBA (machine-scored) Samples of Scoring & Technology Enhancements  equation editor

9. Multiple Select: 6 th Grade Example

10. Hotspots: From Algebra 1

11. In-Line/Drop Down Menus: From Geometry

12. Drag-and-Drop: From 8 th Grade

13. Fill-In-The-Blank: From 7 th Grade

14. Equation Editor: From 7th Grade EOY

15. #4 Accessibility & Accommodations Support, Line Reader Tool

16. Since reading is not the construct being tested on the math, ALL students can have access to  Text to Speech Through the Use of Headphones  Does NOT require IEP, 504 or ELL plan  Should be determined by parents, students and teacher Accessibility Features Identified In Advance

17. #5: Calculator Use Grades 3 – 5 – No Calculators Grades 6 – 7: Four Function with Square Root & % Grade 8: Scientific Calculator Algebra 1, Geometry, Algebra 2: Graphing Calculator

18. scientific calculator (Grade 8) Grades 6 - 12 Drop Down Calculators Additionally, Students will be allowed to bring their own calculators. (No qwerty or CAS) Grades 3 – 5 No Calculator Grades 6 – 7: Four Function with % and square root key

19. #6: Math Tools On-Line Grades 4 - 12: Rulers & Protractors available as on-line tools (shown to the right) 8 th Grade, Geometry & Integrated Math: Not Provided as On-Line Tools, but...  Schools or Students May Provide: tracing paper, reflection tools, straight edge and compass – think Transformational Geometry Tools

20. #7 – Scratch Paper Test Administrators Must Provide:  At least 2 sheets of blank paper or graph paper per test/session (unit)  Scratch paper is NOT limited

21. Think about how to incorporate these into your instruction Will be provided as a dropdown  Hard copies may be provided as well #8: Reference Sheets

25. ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs. #9: Evidence-Centered Design (ECD) Claims Design begins with the inferences (claims) we want to make about students Evidence In order to support claims, we must gather evidence Tasks Tasks are designed to elicit specific evidence from students in support of claims ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of year- to year results, and increase efficiencies/reduce costs.

26. Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on- track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice. Sub-Claim A: Major Content 1 with Connections to Practices The student solves problems involving the Major Content 1 for her grade/course with connections to the SMP’s Sub-Claim B: Additional & Supporting Content 2 with Connections to Practices The student solves problems involving the Additional and Supporting Content 2 for her grade/course with connections to the SMP’s. Claims Structure: Mathematics Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content 3 (expressing mathematical reasoning) The student expresses grade/course- level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8). 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR ) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR ) ~37 pts (3-8), ~42 pts (HS) ~37 pts (3-8), ~42 pts (HS) ~14 pts (3-8), ~23 pts (HS) ~14 pts (3-8), ~23 pts (HS) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR ) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR ) ~43% ~24% ~14% ~19%

27. #10 Evidence Statements Have Useful Clarifications

28. Ca More Evidence Statement Samples Alg 1, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. Calculate and interpret the average rate of change of a function (presented symbolically or as table) over a specified interval. Estimate the rate of change from a graph EOY

29. #11 Securely Held Knowledge Geom

30. Based on Reasoning and Modeling  Connecting CCSS to applications and modeling  For example: #12 C & D Claims are NOT explicitly found in the CCSSM document Geom

31. http://practice.parcc.testnav.com/# Taking the tutorial and practice test is the best way to become more familiar with PARCC tools and functionalities PBA Practice Tests will be released later this fall #13 Practice Tests

32. Teachers NOT students press Exit at the End of the Test Keyboarding Skills Field Test Lesson Learned

33. #14 NMPARCC Results Will Have Meaning Beyond High School

34. Sign up for PARCC Updates parcconline.org Sign up for PARCC Updates parcconline.org wanderson@parcconline.org @parccplace parcconline.org Sign up for the PARCC Updates newsletter Updates and more information

35. Assessments: the Next Generation: (links to all PARCC practice items, smarter balance, & other good next gen sources)  http://nextgen.apps.sparcc.org/math http://nextgen.apps.sparcc.org/math Basic PARCC implementation Videos:  http://www.marlboro.k12.nj.us/curriculum.cfm?subpage=67284 http://www.marlboro.k12.nj.us/curriculum.cfm?subpage=67284  APS Assessment Information:  http://apsassessment.wordpress.com http://apsassessment.wordpress.com Resources

36. Q & A What specific support do you need for your next steps? Write your name, school & the specific request on a post-it and place it on the poster